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Assessment of Bertrand Russell's "Value of Philosophy", 2007.
An examination of Bertrand Russell's dissertation "The Problems of Philosophy", focusing on the fifteenth chapter entitled "The Value of Philosophy".
904 words (approx. 3.6 pages), 1 source, MLA, $ 32.95
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Abstract
This paper explores Bertrand Russell's fifteenth chapter of "The Problems of Philosophy" entitled "The Value of Philosophy", as a means of assessing the rationale of the study of philosophy and its value within the lives of human beings. The paper explains how the Russell describes his concepts of philosophy as a mental endeavor and as a worthwhile subject of study. The paper demonstrates that the value of philosophy for Bertrand Russell consists of the enlargement of human capacity. The paper also discusses how Russell believed that the human being is confined by the rigors of life and often allows these to affect his decision-making processes. The paper also looks at how Russell suggests that philosophy is unique in that it reduces the human's influence and ability to control, thus transforming all efforts to participate in philosophical discovery to a state of pure spiritual achievement.
From the Paper
"Russell made a distinction between efforts that enriched the self materially and those that enriched the self mentally and spiritually. This theme is seen not only in his attitude towards government and the treatment of citizens by their governments, but also can be seen in his perception of philosophy as a worthwhile endeavor for study. He identifies that "practical" men are those whom merely frame the world in terms of "material needs," where each decision made is used to advance a personal agenda that increases his wealth, resources, or stature (Russell, 114)."
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G.W. Hegel's Philosophy of History, 2006.
This paper analyzes the philosophy of renowned historian G.W. Hegel, who is believed to have created the philosophy of history, based on his life experiences and beliefs.
2,508 words (approx. 10.0 pages), 4 sources, APA, $ 76.95
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Abstract
The writer of this paper presents an intensive examination of G.W. Hegel's philosophy of history. This paper compares and contrasts Hegel's beliefs and theories to those of Karl Marx. This paper discusses the speculation that renowned historian and philosopher Hegel created the philosophy of history based on his own life experiences and personal beliefs. The writer explores the argument that says history and philosophy are two entirely different entities, of which Hegel was deeply involved in both. This paper also touches on the experts who believe that Hegel was a believer in the theory of predestination. According to this school of thought, Hegel believed history to be an already fixed and unchangeable fact, that mankind only watches as a spectator. The writer contends and explains why Hegel's life and work is founded on the belief that history is nothing more than a dialectical progression. This paper also details Hegel's basic philosophy which is steeped in the belief that spirit and reason are fundamentally crucial to the development of history. Hegel believed that history is nothing more than spirit striving to find its own freedom.
Table of Contents:
Abstract
Introduction
Who He Was
His Philosophy
His Life
His Impact
Conclusion
References
From the Paper
"GW Hegel took on a most difficult task when he decided to spend his life philosophizing about history and mankind. As a philosopher of history Hegel had to walk a line between rewriting history to fit his philosophical beliefs and changing those beliefs to fit what was actually happening in history. It was a line he walked well though critics have pointed out what they believed to be discrepancies. His life work was based on trying to find the basic truths about history and mankind while at the same time examining the sub-topics that went along with those things by natural progression."
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Christianity: The Complete Philosophy, 2002.
Defining Christianity as a philosophy and showing how it compares to and completes classical philosophies.
5,873 words (approx. 23.5 pages), 12 sources, MLA, $ 140.95
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Abstract
This paper is very in-depth and complex as it delves into Greek and Classical philosophy and the Christian religion with its Jewish roots. The paper discusses differences and similarities between different classical philosophies and Christian thought and how each has influenced the other. The paper first defines Christianity as a philosophy and explains why it can be considered as such; it sets up a basis for comparison. Then the paper discusses the similarities between Christianity and "pagan" philosophies. When that subject is exhausted, it moves on to contrast the two. After the general classic philosophies, the paper compares and contrasts the philosophies of Plato and Aristotle, specifically, to Christianity. Finally, the paper "presents an argument for Christianity as a complete philosophy in the manner in which it can satisfy discrepancies in other philosophies while defending some of its own." The paper looks at problems with Greek philosophies and how Christianity solved them or presented an alternative.
From the Paper
?Men of Athens! I see that in every way you are very religious. For as I walked around and looked carefully at your objects of worship, I even found an altar with this inscription: TO AN UNKNOWN GOD. Now what you worship as something unknown, I am going to proclaim to you? (Acts 17:22-23, NIV). These words, spoken by Paul, mark the introduction of Christianity in Athens, Greece, a center of philosophy in the ancient world. Paul goes on to explain the heart of the religion to a group of Epicureans and Stoics in the marketplace. Some of the men ?sneer? at him, but others ask him to speak of these ?strange ideas? more so that they can understand. Acts 17:34 goes on to tell of several Greeks who become Christians as a result of Paul?s message. The acceptance of Christianity as a new and interesting idea by some of the Athenian philosophers implies several things: first, that Christianity was itself viewed as a philosophy; second, that Christianity must have had something in common with the major philosophies of the day; and finally, that Christianity must have offered to some what the other philosophies of the day did not. Making these statements at this point in my paper may seem presumptuous; however, I am prepared to discuss my conclusions, first by showing that Christianity is a philosophy in the true sense of the word, then by comparing it to other philosophies, and finally, by showing how it ?fills in the gaps? of other Greek philosophies."
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Relationship Between Science and Philosophy, 2006.
A thorough research study into the relationship between science and philosophy.
3,881 words (approx. 15.5 pages), 8 sources, MLA, $ 106.95
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Abstract
The relationship between science and philosophy is predicated on the concept that the dichotomy between the two disciplines were artificially created in order to achieve various desirable ends. It is further contended that this dichotomy now no longer serves mankind and is being replaced by a 'discipline' that not only brings science and philosophy into a relationship, but virtually unifies them. In order to support this assertion, an extensive literature review is conducted in the paper, tracing both the separation and reunification of science and philosophy. In addition, new material is sought from current thinkers in both nominal fields, science and philosophy. In the field of philosophy, additional new material is sought from contemporary metaphysicians. The information is developed as a qualitative study, with emphasis on drawing the parallels between pre-Greek concepts of science and philosophy and today's drive toward recombining the two.
Paper Outline:
Abstract
Introduction and Statement of the Problem
Review of the Literature and Research Questions
Methodology
The Relationship Between Science and Philosophy: Return to Unity
The Path Toward a Relationship
Toward the Modern World
References
From the Paper
"For Aristotle, a good man would have the virtues, which were developed by the intellect and thus were 'science', well in hand before he went looking for the 'theoretical virtues'; Aristotle believed he could not have those, could not seek those, unless he first had the 'good life' in place; science, then, in this world, is subordinate to philosophy as far as being symbolic of humankind's advancement. On the other hand, one might claim that science is of greater import simply because, without it, mankind could not "pursue freely the highest things" (Schall, 1998, p. 7)."
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European Philosophy, 2004.
An examination of the similarities and differences between ancient and modern European philosophy.
931 words (approx. 3.7 pages), 3 sources, MLA, $ 33.95
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Abstract
This paper attempts to analyze how modern philosophy has broken away from many of ancient philosophy?s basic roots. It looks at how ancient philosophy proposed an art of living and how, in contrast, modern philosophy emerges as structured technical jargon, in the positive sense, reserved for an elite inside academic institutions. However, it shows that philosophy students of all ages and classes must possess a knowledge of ancient philosophy if they want to understand the work of a whole series of modern philosophers and the debates to which they have contributed. Thus, while modern philosophy is perceived as evolved, it has much to learn from its predecessors.
From the Paper
"Both modern and ancient philosophy focuses on the idea of politics. However, modern philosophy does not embrace the idea of peace as classical philosophy conceived it (Fromm, 1949). On the contrary, modern philosophy focuses on the idea of security or stability within the borders of nation-state. This concern with stability or security is actually more of a legal dimension than an individual-related issue. Thus, both classical philosophy and ancient philosophers foresaw a significant dimension within humanity, individual peace within city, which could, from their perspective, be amended and improved, without disregarding the political dimension."
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Educational theory and Philosophy, 2007.
This paper discusses educational theory and philosophy in US schools.
4,443 words (approx. 17.8 pages), 43 sources, MLA, $ 116.95
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Abstract
In this article, the writer first discusses that most researchers believed that during the 1950s the topics that were not raised consistently as influences on educational theories like racial discrimination, status of women, etc., had more drastic effect than the issues that were addressed. The writer then relates that educational theories were more specialized and respected in the 1960s than any other on the basis of the incorporation of assessment procedures that guaranteed impartiality, lucidity, and practical inflexibility. Further, the writer notes that Thomas Kuhn's Structure of Scientific Revolutions in 1970 basically brought forth the notion of competition that was singly the most influential concept in the coming decades. The writer points out that the decade of the 1980s saw feminism, neo-Marxist notion, and the first drafts of the postmodern theory being considered as legal areas of concern in the sphere educational philosophy. Finally, the writer notes that the 1990s brought around tragedy, feelings of loss and uncertainty among the societies. The writer concludes that in the future, one can hope that the reforms and incorporations that have been made over the past decades in the education theories yield fruitful results by enhancing educational standards and efficiency of the execution of education philosophies.
Outline:
Educational Theory and Philosophy during 1950s
Educational Theory and Philosophy during 1960s
Educational Theory and Philosophy during 1970s
Educational Theory and Philosophy during 1980s
Educational Theory and Philosophy during 1990s
Conclusion
From the Paper
"There were also quite a few articles that chose to concentrate only the numerous problems or aspects of the education policies present like the level of educational liberty available to both the students and the teachers, the educational as well as peripheral responsibilities of the academic management. An example of an essay of this format is the article written by Willard Spalding who was the Dean of the College of Education at the University of Illinois at the time. He in this article tried to design a completely fresh notion and theory of training the teachers. He believed that this could be achieved by invalidating what he believed to be the conservative or traditional comprehension of the association amid the traits and various units of education. He followed the viewpoint first brought forth by Aristotle that regarded the numerous units as the primary factors whereas the traits as the secondary factors. Spalding supported this viewpoint because he believed that this led to a more lucid understanding of the society's needs and requirements for the educational standards, temperaments and policies."
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Wittgenstein's Conception of Philosophy, 2006.
An analysis of the early and the later Ludwig Wittgenstein, in terms of his philosophy.
1,723 words (approx. 6.9 pages), 10 sources, MLA, $ 55.95
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Abstract
This paper discusses Ludwig Wittgenstein's conception of philosophy and how his philosophy can be divided into two very different 'philosophemes', resulting in the differentiation between the early and later Wittgenstein. The paper analyzes the views of the early and the late Wittgenstein. It then examines the bridge that allows access to a unifying interpretation between the two.
Table of Contents:
Philosophical Problems
Early Wittgenstein's Logical Construction of a Philosophical System
Nature of Philosophy as Presented in Tractatus
Nature of Philosophy as Presented in Philosophical Investigations (PI)
Continuity of Wittgenstein's Conception of Philosophy
Conclusion
From the Paper
" Wittgenstein maintains in all his early and later works that philosophy is an activity of clarifying propositions and preventing us from being led astray by the misleading appearances of ordinary language. The difference, however, lies in the method employed to clarify propositions. The earlier method of philosophy was to analyze propositions in order to reveal their hidden logical structure, however the later Wittgenstein, while still maintaining that the task of philosophy is to critique language, states that the method to clarify propositions is to show how they are applied in language games. This later method is concerned with the grammar of language and how language is used, it has nothing to do with criticizing the nature of language."
"It can be concluded that the aim of Wittgenstein's philosophy has always been "to show the fly the way out of the fly-bottle, to free it from the need to answer many deep questions due to a misunderstanding of the uses of language". (PI, 309)"
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"The Problems of Philosophy", 2004.
This paper discusses "The Problems of Philosophy" by Bertrand Russell (1872-1970), widely regarded as one of the great philosophers of the 20th century.
1,415 words (approx. 5.7 pages), 5 sources, APA, $ 47.95
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Abstract
This paper explains that Bertram Russell is considered the founder of analytic philosophy, the tradition dominating 20th century Anglo-American philosophy. He is know for his writings in the fields of epistemology, logic, the foundations of mathematics, ethics, political and social philosophy, the philosophy of science and antiwar. The author points out that Russell in Chapter V of "The Problems of Philosophy" emphasizes that the knowledge of things is comprised of two components: (1) "Knowledge of Acquaintance" wherein the person is knows directly through his or her acquaintance with the object, without the intermediary of any process of inference or any knowledge of truths and (2) "Knowledge by Description" wherein, similar to Plato's "Forms" analysis, the person knows a description and knows that there is just one object to which this description applies. The paper relates that Russell states that people process information in different ways, but everyone must use the same fundamental steps to arrive at an accurate perception of the world and to understand it.
Table of Contents
Introduction
Review and Discussion
Background and Overview
Knowledge of Acquaintance
Knowledge by Description
Evaluation and Critique of Russell's Position and Arguments
Conclusion
From the Paper
"Russell was not trying to develop a comprehensive definition of his ideas about how and why people think about the world in the ways they do; rather, he was attempting - to borrow a phrase from the academicians - operationalize the terms involved in understanding. Certainly, in order to understand the subtle nuances of how people think about "things," "ideas," and "truths," there must be some solid basis for describing the components involved. For instance, Russell sums up Chapter V by pointing out that "We shall not at this stage attempt to answer all the objections which may be urged against this fundamental principle. For the present, we shall merely point out that, in some way or other, it must be possible to meet these objections, for it is scarcely conceivable that we can make a judgment or entertain a supposition without knowing what it is that we are judging or supposing about.""
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What is my Philosophy?, 2007.
A discussion of one individual's desire to find his own life philosophy.
2,572 words (approx. 10.3 pages), 13 sources, APA, $ 77.95
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Abstract
This paper attempts to answer the writer's question, "what is my philosophy?" The paper explains that as individuals our thought process and quest for truth is determined by our history and trying to summarize one's philosophy is a feat, but the path and journey to seeking this knowledge shapes the philosophical development of any individual. The writer believes that a theoretical examination of the history of philosophy and the major thinkers and theories is insufficient, and in order to truly define one's philosophy one has to demand to know the manner in which actions/history is to be studied.
Outline:
Introduction
The Being of Me: What Do I Believe In?
What If God Was One of Us? Does God Exist?
Into the New Age: Who or What Shapes my Formal Philosophical Thinking?
The Implications of Science: Is Science a Source of Destruction?
Practicing Philosophy
From the Paper
"In such a diverse world, with the many angles that exist, it is very hard to pick a side and to stay on that side. Most often than not, individuals prefer to find forces that can explain their actions. Is it logical to think that as humans, we are alone by ourselves, and life exists without meaning [existential atheists] or a meaning that we cannot understand [existential theists]? I personally refuse to believe this and reject the notion that the individual defines everything and the search for logic and rationality is not futile. If I subjected myself to the existentialist viewpoint, I would not have a reason to explore the world, to seek answers to acquire knowledge, or to pursue happiness."
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Political Analysis and Political Philosophy, 2002.
A look at whether the problems of political analysis and political philosophy are distinct.
6,093 words (approx. 24.4 pages), 9 sources, MLA, $ 143.95
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Abstract
Political analysis and political philosophy are two human activities engaged in by men striving to know the world. The problems of political analysis and political philosophy rest on the problems concerning man?s knowledge of the world. The paper shows that such knowledge is the result of attempts to describe, analyze, explain and interpret the actions and beliefs of men as they live in the real, material world. This essay presents an argument against that school which would draw a sharp distinction between two sorts of knowledge, each type being the result of a separate and distinct activity. According to this school, political analysis is concerned solely with the identification and description of political phenomena. The paper explains that the problems of political analysis are, thus, said to be ?scientific? problems, directed towards the discovery of empirically testable scientific ?laws?. This essay shows that, despite its empirical orientation, political analysis is underpinned by a wider set of theoretical perspectives, such that analysis itself reflects elements of the observer?s political philosophy. The paper concludes that political analysis and political philosophy are intimately connected; many of the ?problems? are common to both. Each activity - analysis and philosophy - heightens the level of human knowledge.
From the Paper
"What is presented to the political analyst is a mass of apparently chaotic social phenomena; what Heinrich Rickert calls ?formless matter?. The task of the political analyst is to structure and give order to that part of reality he has chosen to explain. Already we have recognized two crucial problems for political analysis. The first arises from the necessity of selecting specific areas of reality for study. I shall discuss later the way in which a certain limited range of ?problems? present themselves for the political analyst?s particular concern. The problem-field is limited in such a way that the possibilities for different accounts of politics is itself restricted. The task of political analysis is also complicated by the fact that knowledge of the world is not immediately attainable; understanding is mediated through mental constructions and elaborations (language, concepts and constructed arguments) of real, observable situations and events. Thus, Aron says of the methodology of science ?all science is an elaboration or construction of formless matter? (2)."
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Folly and Philosophy, 2002.
Compares the character of Folly In Erasmus' "Praise Of Folly" to the character of philosophy in Boethius' "Consolation Of Philosophy."
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
Through the use of ironic humor and logical wisdom, the two writers present the misconceptions and reality associated with human wisdom, mocking the perceptions of humans in their so called wisdom by devaluing materialism in face of spirituality.
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African Philosophy, 2005.
An overview and critique of the main ideas involved with with African philosophy according to Richard Bell.
2,032 words (approx. 8.1 pages), 6 sources, MLA, $ 64.95
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Abstract
In Richard Bell's book, "Understanding African Philosophy", he states that 'particular African concerns speak to universal human problems' and also that 'African philosophy is making contributions to general conceptual understanding'. This paper discusses and evaluates this statement by attempting to define it. It also shows how the book is a critical guide to some of the most important issues in modern African philosophy and how Bell introduces readers to the complexity of Africa, the legacy of colonialism, the challenges of post-independence Africa, and the history and achievement of the various options in African philosophy.
Outline
Defining the Statement
Summary of the Book
Chapter 1
Chapter 2
Chapter 3
Chapter's 4 and 5
Chapter 6
Summary
From the Paper
"A major contribution of African philosophy is the delimitation of the problem of race. In dialogue with the problems such as poverty, inequality, corruption, and anarchy that postcolonial Africa faces today, African philosophy is currently in the process of formation. Such problems affect the world as a whole and so Africa can have a hand in finding solutions to such problems. Suffering has become endemic to Africa. In colonial times and in the era of apartheid it was inflicted by outsiders, but today it is inflicted by the Africans themselves on their fellow human beings. This calls for a philosophical discourse on suffering and justice in the African context. From these voices of suffering there may arise a condition for truth. Such a forum is the 'Truth and Reconciliation Commission', which sought to provide South Africans an opportunity to know, reconcile and live together in peace and harmony. Its working and achievements hold lessons for many nations trying to come to terms with their tortuous pasts in the world today."
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Educational Philosophy, 2006.
A review of various literature on educational philosophy.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper is a portion of an on-going process to create an integrated statement of the client's philosophy of teaching. According to the paper, the client states that s/he has a student-centered, experiential teaching philosophy, if s/he has one at all. Research has shown that although a teaching philosophy is a useful guide, it should not create restrictions on the teacher and student working relationship. The paper concludes that for this reason, a teaching philosophy should not be discarded; rather, it should be treated as the useful guideline that it is for aiding children along their educational path.
From the Paper
"According to Petress (2003) that to some people, the term "philosophy" the author believes that most students know more than they think they do. [. . .] Too often, students tend to misconstrue what knowledge is and to judge themselves unnecessarily harshly; students thus sometimes form destructive self-fulfilling prophesies for themselves [. . .] (p. 3) Clifford, Friesen, and Jardine (2003) expand upon this thought by stating that not only should students be taught to think critically, but also "that they have voices that can shape what their society comes to accept as knowledge" (p. 28). This feeling of being empowered in defining their own educational future can only lead to student success."
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The Value of Philosophy, 2002.
An overview of the value of philosophy and the study of the human mind.
900 words (approx. 3.6 pages), 2 sources, $ 35.95
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Abstract
This paper will discuss the value of philosophy and how it applies to the philosophers that created this way of thinking in the world. By understanding philosophers and their theories, w can see that each has his own opinion about the nature of philosophy and why it is valuable to the world. By understanding the value of philosophy, we can see why it is such an important science in the study of the human mind.
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